How intentional are you as a shool? Do changes at your school follow any logical model? Or do things happen because some one or group have the pull or push to make them happen? Grant Lichtman shares thoughts, read more here.

How are you engaging with the key drivers of change in your context? The debates rage about what needs to change, driven by personal experiences, context and assumptions. What is the difference between education, schooling and learning? What is the role of the teacher? How involved should learners be in deciding their learning pathways? Read more from Cheryl Doig NZhere

What can we learn from the nature of gaming that we can transfer into the classrooom for our learners? Teachthought has provided wonderful strategies to enhance learning experiences in the classroom. Read more here.

“Students are not seen as voices that can contribute to their education or to the conversation,” demands Andrew Brennan. To what extent do we honour the voices of our students at our place? Read more here.

It's essential for principals to view themselves as "lead learners." According to Thomas Hoerr this doesn't mean they know the most; rather, it means they believe their job is to ensure that good teaching routinely takes place in every classroom. Read more here.

Are schools really trying to change or are they just tweaking here and there. Change is no longer a single event to map out and go through, in spite of all the popular change models that lead us to think that way. Read more from the Centre for Creative Leadership here.

Learning environments are changing. Pedagogy must also change to support these new environments. Creating visible learners is not as a result of changing the environment but it is about what the teacher does to set up learning for the student so that teachers see through the eyes of the students and students can see themselves as their own teachers. Watch how these environments support peers and collaboration an essential componenet of visible learners here.